Ungrading

The debate about whether grades help or hinder student learning is as old as the U.S. grading system itself.

Reflecting on arbitrary limits in our classes

Separating grades (values, numbers, percentages, levels, letters) from feedback (verbal or written comments, directions on where to improve, outlining strengths, suggestions for next steps) is the …

How to downsize the footprint of your course to give students time to breathe.

What does an A, B, C, or D really mean in terms of student learning? Grades are overly emphasized in the assessment of student learning. Instructors give agonizing attention to decisions about how …

Extricating ourselves from A-F grading scales requires an inclusive, big tent approach in which we de-emphasise grades in a way that best fits our individual contexts

David Clark discusses arbitrary limits in our classes on episode 443 of the Teaching in Higher Ed podcast

The Case Against Grades - Alfie Kohn

Without much critical examination, teachers accept they have to grade, students accept being graded, and none of us spend enough time thinking about the why, when, and whether of grades.

Josh Eyler discusses the problem with grades on episode 401 of the Teaching in Higher Ed podcast

I've been teaching college English for more than 30 years. Four years ago, I stopped putting grades on written work, and it has transformed

I've been using ungrading in my Modern Algebra class this semester. At week 11, here's how it's been going.

Won't students always give themselves an A?

Grading is time-consuming and anxiety-producing. Specs grading allows instructors to focus on quality feedback while making assignment expectations clearer - and less stressful - for students.

There’s a growing movement to stop assigning conventional A through F letter grades to first-year college students with the purpose of easing the transition to higher education — especially for those who are the first in their families to go to college or weren’t prepared for college-level work.

Episode 132: Ungrading: Re-Thinking Teaching, Learning, and Assessment in Higher Education